Análise das concepções do conceito de evolução biológica de estudantes de licenciatura em ciências biológicas no Estado de Goiás

Abstract

The present study aims to investigate the conceptions of biological evolution concept of the 4th year of the bachelor's degree in biological sciences students, in seven campuses of the State University of Goiás (UEG), based on quantitative-qualitative research. This study was carried out by means of theoretical studies and interviews with 91 graduates who studied biological evolution in the period of 2014 and 2015. The aim was to verify the profile of each student, to obtain their impressions regarding the content of the learning about the biological theory of evolution, as well as the ability to integrate the theme into everyday life and pedagogical practice, to finance these elements of research, develop a didactic sequence of biological evolution, from the perspective of historical-critical pedagogy, which is constituted in the product/proposition of the Mastering in Science Teaching. Evolutionary biology is a theoretical-scientific content that explains coherently and clearly the biological principles, the origin, diversity and adaptation of living beings. Thus, it is proposed that, through a good theoretical foundation and suggestions made from research in the educational field, the concept of biological evolution be mediated in the processes of teaching and learning as an integrating element of science/biology in a socio-historical context. The analysis of the research results indicates that students' knowledge about evolutionary biology is deprived of cognitive meanings and detached from the understandings that involve the facts pertinent to the origin of life and its continuous evolution, compromising the capacity to use their understanding to analyze scientifically the biological issues and the theoretical reproduction of reality. Predominate the teleological vision of nature, the non-integration of knowledge related to the randomness of genetic variability; the conviction of a special purpose of human nature, disregarding the origin and evolution of the human species as a product of nature and, as such, submitted to the same laws that govern it. It is understood that many difficulties faced by students lie in the prevalent positivist conception of scientific knowledge. Nonetheless, the inductive and uncritical stance of science promotes conceptual distortions. In this sense, to promote the initial and continuous formation of students and professors of science/biology; reviewing pedagogical practice; reorganize the traditional curriculum of biological evolution into a transformative, interdisciplinary curriculum; to encourage research in teaching and learning in evolutionary biology; stimulating studies about the history of science and the development of biological thinking are attitudes that will contribute to critical teaching and meaningful learning of the biological theory of evolution through natural selection. In the perspective of providing theoretical and action grants for science/biology teachers working in the academic community and in general, we developed a didactic sequence with the founding principles of evolutionary biology and its nuclear concepts based on historical-critical pedagogy, with emphasis on history, philosophy and sociology of science.